Assignment 4-7

Source: Online Textbook pages 162-171

Directions: You are a sage and you will teach your classmates a part of ancient India's history. The four parts (groups) are...

Group 1: The Mauryan Empire (page 162-163, 166)
Group 2: The Gupta Empire (page 164-165)
Group 3: Indian Achievements- Religious Art & Sanskrit Literature (page 167-169)
Group 4: Indian Achievements- Scientific Advances (page 170-171)

Each part has (or might have) pictures, illustrations, maps, dates, vocabulary words, and important people. Your job as a sage is to become an expert on your part so you will be able to comfortably and confidently teach others. Remember that if you don't understand the information, you won't be able to teach others properly. Follow these steps to become a great sage:

Steps

Read all the information on the pages you are responsible for. Don't just read the main parts, look at the other information such as maps or diagrams or pictures.
Take notes in your notebook and answer the Reading Check question after each section to make sure you understand the information. You also have to answer the questions about your section from page 176 (section 4 or 5).
Decide how you are going to present the information to your students. Will you just talk about the information (this can be boring) or will you use visuals or give a slideshow presentation (this can be more interesting)? Remember that your students have not read the information and are counting on you to teach them in an interesting and educational way.
How will you check if your students understood the information? Will you make up questions to ask them? What else will you do? Will you ask your students to create something that shows their understanding? Think about how you are taught at school and the activities you do in your classes.
Your students must do the work you give them and they must do the following:

add at least three important events to their timelines (you choose the events)

Assignment 4-6

Source: Online Textbook pages 162-171

Directions: You are a sage and you will teach your classmates a part of ancient India's history. The four parts (groups) are...

Group 1: The Mauryan Empire (page 162-163, 166)
Group 2: The Gupta Empire (page 164-165)
Group 3: Indian Achievements- Religious Art & Sanskrit Literature (page 167-169)
Group 4: Indian Achievements- Scientific Advances (page 170-171)

Read all the information on the pages you are responsible for. Don't just read the main parts, look at the other information such as maps or diagrams or pictures.
Take notes in your notebook and answer the Reading Check question after each section to make sure you understand the information. You also have to answer the questions about your section from page 176 (section 4 or 5).
Decide how you are going to present the information to your students. Will you just talk about the information (this can be boring) or will you use visuals or give a slideshow presentation (this can be more interesting)? Remember that your students have not read the information and are counting on you to teach them in an interesting and educational way.
How will you check if your students understood the information? Will you make up questions to ask them? What else will you do? Will you ask your students to create something that shows their understanding? Think about how you are taught at school and the activities you do in your classes.
Your students must do the work you give them and they must do the following:

add at least three important events to their timelines (you choose the events)

Assignment 4-5
Website: India-Government

Use the website above and what you have learned in class so far to answer these questions about the early Indus River Governments.

1. Why would having a central government help in planning and organizing a city?
Because the "King" would organize some army if they are getting attacked.
2. Who were Rajahs?
A Indian price or king.
3. What is a Guru?
A spiritual teacher.
4. What subjects were taught in school?

5. Who was in charge of the government?
the empire.
6. Why did people look up to the priests?
Because they were the top level.

Assignment 4-4
Answer the following questions clearly and with details on your wiki page.
1. What varna were you in during the caste system simulation?
I was the mershates. I was just above the slaves...
2. What was your favorite part about the caste system simulation? Why?
I think my favorite part was that the Brahman was like god.
3. What part of the simulation made you angry, upset, or frustrated? Why?
The part that the higher people orders you around. I think that people should be treated fairly.
4. Do you think this system is fair? Why or why not?
Yes and no, because if you are in the higher levels, you think its fair. But if you are in the lower class you think it is unfair so it is the change of view.
5. Do you think a society should organize people into social classes? Why or Why not?
No, because (Ex) Just because someone's smart, does not mean that he/she can go to higher classes. Its unfair!

Assignment 4-1
Source: IndiaSubcontinentMapTrans.jpg

Directions: Look at the map above, read the text below, and answer the following questions on your wiki page:

In the 1990's, satellite pictures revealed an ancient, dried riverbed located in India's present-day Thar Desert. Geologists have identified this riverbed as the route of the ancient Sarasvati River. The Sarasvati lay east of the Indus River and generally followed the same course, originating in the Himalaya mountains and emptying into the Arabian Sea. Geologists believe that the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati evolved into the dry, hot desert that exists today.
Early Indian agricultural settlements arose in the Indus-Sarasvati river region at least as far back as 6500 B.C.E. Like many other ancient peoples, the early Indians settled by rivers. They settled primarily on the banks of the Sarasvati River as well as along the banks of the Indus River. These rivers provided the ancient Indians with plenty of water, and the land near the rivers was fertile and excellent for growing crops. The rivers also provided the Indians with a convenient way to travel and trade among themselves and with other civilizations. Archeologists have found artifacts from the Indus-Sarasvati civilization - such as carved seals - in Mesopotamia's Sumer. These discoveries have led scholars to believe that the early Indians traded with Mesopotamia, possibly by traveling in ships down the Indus and Sarasvati rivers to the Arabian Sea and then west to Sumer and other locations.
After the Sarasvati River dried up around 1900 B.C.E., the Indus-Sarasvati Indians moved to more habitable areas, such as the fertile banks of the Ganga river further east. Archeological evidence shows, however, that people settled by the Ganga River as far back as 5000 B.C.E.

Questions:

1. In what ways is your map similar to the one that you see in the map above?
They have rivers, mountains and the names of the mountains and the rivers, etc...
2. What physiographic features can you identify on this map that are not on your map?
Extra rivers and where the people live the most..
3. Why do you think settlements developed along the Indus and Sarasvati rivers? Explain with clear and complete details.
Because you could hunt there and fish, water for the crops, wash your cloths, and drink the water.
4. Accurately draw and label the ancient Sarasvati River on your map.

5. Why did ancient Indian people eventually migrate to the Ganga River?Because the were longer and there weren't that much people there.

Assignment 4-2
Website: Indus Valley
Use the website above to answer these questions. Write your answers in complete sentences with clear details on your wiki page.
1. What was discovered during the excavations of Mohenjo-Daro?
Old bricks, old houses, old wells, drain systems, ect.
2. How is Mohenjo-Daro similar to our cities today?
It is similar because of the sewer system. We used the sewer they used the sewer. I never thought the 'old' people could made the sewer.
3. What can we learn from archaeological discoveries (such as artifacts and city construction) in Mohenjo-Daro?
How the people living there respect the gods. Or how they used priests to pray, or had 'churches'...
4. Give clear and specific information about how people lived in Mohenjo-Daro. In your answer, you have to talk about the artifacts that you discovered and put into the museum.
I think that the women cooked and made the houses clean, while the men did the work as farming, and sailing and playing games.
5. What do we know about the Priest-King?
There was a seal about the Priest king.
6. What was the Great Bath and how was it used?
It was used for bathing. The Great bath was a big hole that was cover with water-proof bricks.

Assignment 4-3
Source:

external image pdf.png

Archeologists Ideas Mohenjo-Daro.pdf
Think about the activity we did in class as archeologists in Mohenjo-Daro. Using the source above, your ideas, and the notes you took about archeologists ideas, answer the following questions clearly and completely on your wiki page. Each answer should be at least two sentences long with specific information.

1. What have you learned about daily life in Mohenjo-Daro from this activity?
Well... I learn that the people's life was almost same as ours but little different. Such as the 'chess board' and the weights.
2. Which characteristics of civilization do you see represented in the artifacts you looked at? Explain.
I see the characteristics of civilization in the seals. And the Great bath, and the games they all have civilization.
3. In what ways do you think Mohenjo-Daro was like a modern city?
Such as the sewer system and the necklets the statues... The sewer is almost like modern city because we wear the necklets, we use the sewage.
4. Why do you think it is difficult for us to know exactly what life was like in ancient civilizations like those in the Indus-Sarasvati region?
Because there really isn't that much things that shows how they were different from other cities. And seals might be the same as a different village.
5. What do you think might have contributed to the decline of Mohenjo-Daro?
I think it was because of a sickness. Or there was a dry summer and the crops dried up.

Background

Mohenjo-Daro, which scholars believe means "hill of the dead," was an ancient Indian city located on the west bank of the Indus River in the Indus-Sarasvati region. The ruins of Mohenjo-Daro were discovered in 1922. The other Indus-Sarasvati city that was known of at that time was Harappa, discovered in 1826. Over time, thousands of ancient settlements have been discovered along the banks of the Indus River and the now-dried-up Sarasvati River. Most of these settlements are clustered around the Sarasvati River and include cities as large as Mohenjo-Daro, such as Ganweriwala, Kalibangan, and Rakhigarhi.

The people of Mohenjo-Daro and the Indus-Sarasvati region belonged to what many scholars refer to as the Harappan civilization. This civilization was the late stage of a cultural tradition that dates back to at least 6500 B.C.E. The Harappan civilization included a variety of ethnic groups and flourished for 800 years, from approximately 2700 B.C.E. until 1900 B.C.E. Many archeologists and scholars focus on Mohenjo-Daro and Harappa when studying Harappan - or Indus-Sarasvati - civilization because they were the earliest discovered and thus most thoroughly excavated sites.

Mohenjo-Daro was an extremely well-planned city that was similar in design to Harappa in the north. Both cities were approximately 3 miles in diameter, laid out in a gridlike formation, and were built primarily of burnt and unfired mud bricks. Like Harappa, Mohenjo-Daro was divided roughly into two areas: a fortress-type area, or citadel, to the west and a lower city to the east. The citadel was approximately 400 yards long and 200 yards wide, and it was built on a mud and brick platform that raised it 50 feet above the lower city. A wall surrounded the citadel and contained notches from which people could look out and defend the area. The lower city primarily consisted of houses. Archeologists have also discovered what they believe to be craft workshops in both parts of the city. Today, archeologists continue to excavate various areas of Mohenjo-Daro, and their finding help build our understanding of this great Indian civilization.

Day 1

For each geographic area of the archeological site (A-H) on the map, look at the placard and picture of each artifact(s) and answer the question printed on the placard by filling out the "My Ideas" section of the handout: Notes About Ancient Artifacts and Ruins. You should have this completed from your last class.

Day 2

Step 1:

Use the following Guide to the Mohenjo Daro Artifacts .pdf to fill out the "Archeologists' Ideas" on the handout: Notes About Ancient Artifacts and Ruins.

Step 2:

Look at the picture of an artist's rendition of what Mohenjo-Daro might have looked like and answer the following Comprehension Questions on your wiki page (answers should be fully thought out and worthy of upper school).

ArtistsRenditionMohenjoDaro.jpg

A. What have you learned about daily life in Mohenjo-Daro from this activity?
I learned about what did they play, their houses, ect...
B. Which aspects of daily life do you see represented in the picture that the artist drew?
People are working, 'shopping' - and the regular things of life.
C. In what ways do you think Mohenjo-Daro was like a modern city?
Like for example, the 'chess game', the wells, houses,weights, the Great Bath - almost like a pool....
D. Why do you think it is difficult for us to know exactly what life was like in ancient civilizations like those in the Indus-Sarasvati region?
Because there is so little clues how they lived. Or that the clues don't really tells us how they lived.
E. What do you think might have contributed to the decline of Mohenjo-Daro? The decline of Mohenjo-Daro could be that people didn't marry and the village disappeared. Or there might have been a sickness that no one could cure... Almost like the yellow fever.

Assignment 3-8

Now that we are finished with the ancient Egypt unit, I would like you to reflect on what you have learned about ancient Egypt. Please complete these sentences clearly and with specific details. Write the answers on your wiki page. If you need reminders of what we did, just scroll through the assignments on this page or look through your notes.

1. The single most important thing I learned was...
The importance of the pyramid.
2. Something that confused me or that I didn't understand was...
How workers died because if their king.
3. What surprised me the most was...
How royal people could marry their own brother/sister and how it was common.
4. I would like to know more about...
How they thought to built the pyramid like a triangle and how they made it so perfect.
5. The part that I think I will always remember was...

About trading and woman empires.

Assignment 3-7

Ancient Egypt Topic Peer Assessment
Go to our YouTube Channel and login using the username and password given in class.
You will assess your classmates' videos using the rubric for the ancient Egypt project and by answering the questions below. Each answer must be at least two sentences long.
Post your assessment in the comments section under each classmate's video. Please make sure you include your first name only or your comment will be deleted.
You must comment on four classmates' videos:

classmate above your name
classmate below your name
two other classmates of your choice

(Note: YouTube has a 500 word limit on comments. You might have to divide your assessment comments into two posts.)

1. How did your classmate make the video interesting and creative?

2. Was it easy to understand your classmates presentation including his/her voice? Why or why not?

3. Clearly explain two things you learned from your classmate's video.

4. How could your classmate improve his/her video?

Assignment 3-5

Read the information here about the three kingdoms in ancient Egypt. The problem with these three paragraphs is that each paragraph does not have specific details or evidence. Your task is to find specific details and evidence from our textbook for the information presented in each paragraph about each kingdom. Then re-write the paragraph adding the new specific details and evidence you found. Write the new paragraph on your wiki page.
Part 1
The Old Kingdom (2700 BCE - 2200 BCE)
Specific details and evidence about this kingdom can be found on pages 98-100 in our textbook.
Your specific details and evidence should give more information about...

Pyramids (definition, examples, construction details)
Workers
Importance of the pyramid

Pyramids- a monumental structure with a square base and sloping sides that come to a end at the top and it was built out of stone for pharaohs. I think that the people there used ramps to make the pyramids. It was important because, the Pharaohs were laid to sleep in there.

Pharaohs had absolute power and were gods to their people. But that's not why this kingdom is nicknamed "The Pyramid Age". It is because Pharaohs were buried in pyramids only in this time period in history. After building a few pyramids, it seem that the pharaohs that pyramids were rather easy to spot, and much easier to rob than a hidden tomb. So they used their brain and changed it...
Part 2
The Middle Kingdom (2100 BCE - 1800 BCE)
Specific details and evidence about this kingdom can be found on pages 101-102 in our textbook.
Your specific details and evidence should give more information about...

the difference with the Old Kingdom
what life was like during this time
wars or battles and who was involved

The middle kingdom was Egypt's “Golden Age”. Trade were flourished, arts and literature thrived. And now pharaohs were being buried in hidden tombs, all in the underground... Most probably, there are tombs yet to be discovered because they were hidden so well for, they didn’t want the robbers to rob things. They had a big difference between Old kingdom was that the Pharaohs weren’t that smart-like in the middle kingdom. Senusret l was in the middle kingdom -Amenemhet l, Neferusobek. Life was better but still harsh and still slaves didn’t have freedom… The Battle of Caddish was one of the battles in the middle Kingdom.

Part 3
The New Kingdom (1500 BCE - 1000 BCE)
Specific details and evidence about this kingdom can be found on pages 101-102 in our textbook.
Your specific details and evidence should give more information about...

the causes of the growth of trade
what life was like in an empire
wars or battles (invasions) and who was involved

The new kingdom was Egypt's “expansion period”. Egypt expanded the borders and became a world power. During the “expansion period” in the new kingdom, pharaohs were all powerful, and pharaohs were all buried in the same area called the Valley of the Kings. The trade got better because, now the Kings were more thoughtful and wise… I think that life of an empire was mightily hard because you don’t know what will happen to him…

Assignment 3-2

Source: Pages 93 & 94 in your online textbook and refer to your river boat tour notes
Directions: Answer the following questions clearly and with details on your wiki page.

1. Read the If YOU were there section. How do you feel about working for the pharaoh?
I would feel proud that I was working for the pharaoh and that I was one of the "rich" people....
2. Eventually the Third Dynasty began in ancient Egypt. The Third Dynasty was the beginning of what historians call ............. . When did it start and end?
It started in
3. Explain how ancient Egyptians felt about their country and their pharaoh.
The Egyptians felt that their pharaoh was the god and their country was a place where the "god" protects it.
4. What were the responsibilities of the pharaoh?
To rule, protect the country, try not to have any wars, and to feed them..
5. What is best known about the famous pharaoh, Khufu? Can you name a specific monument built for him?
He built the Gina pyramid.
6.a Clearly explain the structure of society in the Old Kingdom. (Note: This should be a long answer.)
In the Old Kingdom gold,copper,ivory,slaves,and stone were traded for skins, feathers and other important things from other county.
6.b. What may be some advantages and disadvantages of such a large segment of the population being farmers, servants, and slaves?
6.c. What did farmers do during flood season?
They built the pharaohs monuments.
7. Clearly explain trading in ancient Egypt (what was traded and who they traded with).
The people there traded rare thing from Egypt such as; bricks and jewels
8. Define the word acquire. Use acquire in an original sentence.
9. Using the drawing of Egyptian society on page 94, explain where Viziers would be placed?
The Viziers would be placed with the nobles and the priests because Viziers are advisors of the pharaoh.

Assignment 3-3

Source: How to Mummify Nefermaat
Directions: Go to the link above to mummify a body. As you work to mummify the body, answer the following questions clearly and with details on your wiki page.

Why did Egyptians want to preserve dead bodies?

They had to preserve the dead bodies because in the afterlife their ba wouldn't know who they are...

How did they preserve bodies? What is this process of preservation called?

It is called Mummification.

Explain how the brain was removed from the dead body. Why was the brain removed?

The people there got a hook stuffed up their nose and got the brain out.

Name the four internal organs that were removed from the body. What was done with these organs?

Intestines, the liver, lungs, and stomach, they get to be in special jars.

What did they do with the heart? Why?

They didn't take the heart out because Egyptian thought the heart is like the brain.

What is natron and why was it used? Using your scribble map of Egypt, name the area where natron came from.

Natron is kind of salt that absorbs moisture. they use the natron to dry the corpses.

How was linen used during mummification?

It was to use for plumbing up the person..

What are amulets and how were they used? Give two examples of amulets that were used and explain why they were used.

Amulets are used to protect the body.

What happens to the body after it was mummified?

The people there put that person in to a box and they painted eyes on it.

Assignment 3-4

Part 1: Go to this site and read about the different Egyptian gods and goddesses. Choose one of these that you would like to be and explain why you would like to be that god or goddess. Then choose one that you would not want to be and explain why. Make sure your explanations are middle school quality explanations.
Part 2: Compare these Egyptian gods and goddesses with the Mesopotamian gods and goddesses. Did you find similar gods? Name the gods/goddesses and clearly explain the similarities? Why do you think they are similar even though Egypt and the Mesopotamian civilizations were different?

Activity Assignment 3-1 Comic

The land of the Dead_Irene.mov
Details
Download
3 MB

Assignment 1

Sources:

Carefully read your online textbook pages 88 and 89. (Note: Make sure you scroll down on page 89 to see more information.)
Use the map above, the maps in the Egypt Resources wiki page, or your Scribble Map search function

Directions:

The land of the Dead_Irene.mov
Details
Download
3 MB
task is to label a map of the Nile River and ancient Egypt on your current Scribble Map. You must mark, label, or represent famous sites, cities, and other objects. Label everything carefully. (Note: Mark means use a marker, label means use a text label, represent means draw a symbol to show the item.)
You must also provide an image and a description for some of the labels. Each description must be at least three sentences long and must be clear, detailed, and specific. Your description should give us clear information to help us understand the item or place and why it was so important for ancient Egyptians.

1. Represent and label the Nile’s Sixth Cataract to the First Cataract.

2. Label the Red Sea.

3. Represent three mines and three quarries. Provide an image and a description for each mine and quarry.

4. Represent and label these historic sites: the Valley of the Kings, the Great Pyramid of Khufu, the Sphinx, Abu Simbel, the Pharos (lighthouse in the port of Alexandria), the Bahriya Oasis and the Farafra oasis (include palm trees). Provide an image and a description for each historic site.

5. Mark these cities: Abydos, Thebes, Giza, Hermopolis, Memphis, Bubastis, Rosetta, Alexandria, Meroe, Khartoum, and Elephantine

6. Label these geographical features: the Western Desert, the Eastern Desert, the Nile Delta (include animals found here), the Sinai Peninsula, the Wadi el-Natrun, the Mediterranean Sea, the Gulf of Suez, the Nubian Desert. Include animals of the desert. Provide an image and a description for each geographical feature.

7. Label Lower Egypt and Upper Egypt.
Assignment 2-8 Source: Read pages 76 and 77 in your online textbook
Directions: Review Pages 76-77 and choose one of the groups below. Research the group you have chosen (two links are provided for each already) and complete The Characteristics of Civilization Chart for the civilization you have chosen. Write clear and detailed answers in the chart, on your wiki page.

Characteristics of Civilization

Civilization Name: Hittites.

Six Characteristics of Civilization	Evidence for Characteristic	Explanation
A system of government that directs and controls some actions of the members of the society.	They had merciful laws...	They had merciful laws, for if you murdered someone; in the law of Babylonians your head will be cut off; but in the Hittites rule you will be only paying a large fine.
A regular food supply that is not likely to suddenly change	didn't say...	nothing about it.
Specialization of labor, in which members of the society perform different jobs.	King, armies, farmers and traders.	I think there were more traders then other jobs, because, in the text, it a=said they were very good traders.
Different social levels, in which some members of the society are given higher status than others.	King for example.	The text said, that the populations were all framers.
A highly developed culture including art, architecture, music, literature, science, and writing.	They had a big empire.	The Hittites had a huge empire, It was bigger than the others.
A religious system, which might include priests and temples.	Adopted Gods.	They adopted Gods from the Sumerians and the Old Babylonians.

Was it difficult to find evidence for the culture you picked? Why or why not?

moz-screenshot-2.png

moz-screenshot-3.png

No, because it was fun at the same time.

Assyrians

http://www.historyforkids.org/learn/westasia/history/assyrians.htm

http://ancienthistory.about.com/cs/egypt/a/assyriaintro.htm

Hittites

http://www.wsu.edu:8080/~dee/MESO/HITTITES.HTM

http://www.historyforkids.org/learn/westasia/history/hittites.htm

Chadians

http://www.mnsu.edu/emuseum/prehistory/middle_east/nebuchadnezzar.html

http://www.wsu.edu:8080/~dee/MESO/CHALDEAN.HTM

=----
=

Assignment 2-7

Source: Read pages 74 and 75 in your online textbook
Directions: Read the questions/directions carefully and write clear and detailed answers on your wiki page.

1. Read the "If you were there..." section on page 74. How will you advise the King?
2. What happened to Ur by 2000 BCE?
3. Where was Babylon located?
Near the
4. Who became the king of Babylon? When did he become king?
5. What is a monarch?
6. After conquering all of Mesopotamia, what did Hammurabi call his empire?
7. Hammurabi was a great warrior and leader. What other skills did he have?
8. What is Hammurabi's Code? What areas of daily life did the code cover?
9. Give two reasons why Hammurabi's Code was important.
10. What eventually happened to the Babylonian Empire? How is this similar to what happened to the Akkadian Empire?
11. Read the different laws in the Code of Hammurabi on this site and choose three that you think are interesting. Copy the three laws and their numbers onto your page. Then for each law, explain why you think it's interesting. You can write about if you disagree or agree with the law or if you think the law is a good law or a cruel law.
=----
Assignment 2-6 =
After playing the Trader's Circuit, answer the following questions in complete sentences on your page. You can copy and paste these questions into your page. Then copy and paste your questions and answers onto your discussion tab. Then go to the discussion tabs of at least three other classmates and make good quality middle school comments about your classmates answers to the questions about the Trader's Circuit game. You can make comments to your classmates like if you agree or disagree or comments about how good their answers and ideas are.
Trader's Circuit questions
1. What part of the game did you like the best? Why?
2. During the game, how did you feel and why did you feel that way?
3. What part of the game was difficult for you?
4. In your opinion, what advantage is there to having a monopoly of an entire product/resource such as dates or jewelry?
5. What part of the game would you change if you played it again? Why?
6. In this game, was it better to cooperate with another player or to be selfish and try to get all the products/resources for yourself? Why?

1. I liked the trading part best, because you could, win or lose and, it was fun trading "goods" and have the things you want.
2. I felt angry, because Ginny wouldn't me the last two card because she didn't want me to get Monopoly.
3. Ginny didn't give me the what I needed so I felt angry and helpless.
4. If you have an Monopoly then everyone comes and tries to trade something to get that Monopoly.
5. If we had a team of three then getting the Monopoly will be faster and everybody who didn't get Monopoly will be happy because their team member win a Monopoly. Also if we could go around and trade.
6. It was better to cooperate with another player because, you needed to trade thing with them or you lose.

I agree on your comment on the trading part because I liked it best too.
- callum

Assignment 2-5 Use your online textbook pages 63 & 64 to answer these questions clearly and with details on your wiki page. Make sure to look through the whole page in your textbook and the links for the vocabulary when answering some of the questions.

Where did the Akkadians live?
They lived in north of Sumer but, they weren't sumerians the people there spoke different language.
What was their relationship with the Sumerians like before the 2300s B.C.E.?
The Akkadians and the Sumerians had a peaceful relationship before 2300 B.C.E.
Who was Sargon and what did he do?
Sargon was the first king that controlled every person who lived there.
What did Sargon establish?
He made the first army that was his permanent
Define 'empire'.
Empire is something like a government. It is a very high person that controls the villagers that live there.
Explain two examples why Sargon is considered a great leader.
He was known for eating with his soldiers so he got loyalty of his soldiers, also he was one of the first empire to have an army who used bows and arrows for weapons and was permanent.
How long did Sargon rule his empire?
Empire Sargon ruled his empire for about 50 years[which is a very long time.]
What eventually happened to the Akkadian Empire?
Soon, the other rulers[future] could keep up with the attacks.
Who eventually became the most powerful civilization in Mesopotamia again?
Soon, Sumer was in the lead again.
Using the picture of the City-State of Ur, what can you see in the picture that shows Ur was an advanced city?

Assignment 2-4

Using The Six Characteristics of a Civilization (see below), answer the following questions clearly and with details on your wiki page.

1. Is Korea/ the U.S. a civilization according to the six characteristics explained in class? Provide one example from Korea/the U.S. for each characteristic.
Well, the U.S has a government,and there are people who do different jobs and have different social levels.
2. Does a civilization, in your opinion, need to have all of the characteristics mentioned? Why or why not?
No, because we really don't need a religious system now. Even though we have churches, we do not need temples and such.

1. A system of government that directs and controls some actions of the members of the society.
U.S. has a government that controls the people to do better things.
2. A regular food supply that is not likely to suddenly change.
Now, we have money^^ and enough food for us.
3. Specialization of labor, in which members of the society perform different jobs.
In a working place there is the boss then the second boss then the not-so-high-people then the new-people.
4. Different social levels, in which some members of the society are given higher status than others.
In the world there are rich people and they have maids and people to control and a-lot-of-money cars.
5. A highly developed culture including art, architecture, music, literature, science, and writing.
Yes, because in Korean schools they talk about a lot of writing.
6. A religious system, which might include priests and temples.
There no more religious system because we have enough food.

The Six Characteristics of a Civilization:
1. A system of government that directs and controls some actions of the members of the society.

2. A regular food supply that is not likely to suddenly change.

3. Specialization of labor, in which members of the society perform different jobs.

4. Different social levels, in which some members of the society are given higher status than others.

5. A highly developed culture including art, architecture, music, literature, science, and writing.

6. A religious system, which might include priests and temples.

Assignment 2-3

Please read pages 56-59 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.

1. How did the Fertile Crescent get its name?

The Fertile Crescent got its name because of its large and fertile plains.

2. What was the most important factor in making Mesopotamia's farmland fertile?

The most important factor of making Mesopotamia's farmland fertile was the good, fertile mud that the people there used for farming.

3. In what ways did a Division of Labor contribute to the growth of Mesopotamiam civilization?

The Division of Labor contributed to the growth of Mesopotamian civilizations, because if there wasn't a change in it, everyone would have farmed, and then everybody would had to work to solve the problem of food and about war...

4. How might running large projects like the maintaining a large and complex irrigation system prepare people for running a government?

Running large projects like building a dam helps people to prepare for running a government, because the largest project is like running a government, and there got to be someone who plan, and tell people, also lower people who work.

Assignment 2-2

Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page. Use the links above from the In Class Activity 2-1 called Event C: Building and Maintaining a Complex Irrigation System & Event D: Attacks by Neighboring Communities to help you answer the questions.

Event C: Building and Maintaining a Complex Irrigation System
1. What was the first simple method farmers used to get water to their fields from the Tigris and Euphrates Rivers?
They used channels.
2. How did farmers prevent flooding?
They used little? dams to prevent flooding.
3. Over time, carrying buckets of water to the fields was too difficult. Please clearly explain how levees, canals, dams, and reservoirs were used to make life easier for farmers?
The levees made the carrying water easier, canals made water go to the fields so it made the life of the carrying water persons easier, the for the dams, it almost stopped flooding, and last of all for the reservoirs it was like a little well for the people.
4. Which word means an extra supply of something such as food?
The word is surplus
5. What could happen if one canal was clogged?
The water would over-flow and it would be messy.
6. How did different villages take care of the complex irrigation system?
They work together to make a complex irrigation system.

Event D: Attacks by Neighboring Communities
1. How did Mesopotamian villages help each other?
Helped making channels but later,
2. How were people, who lived very far apart, connected to each other?
They made channels and the water rushed to their home.
3. What did many villages grow into?
Fighting. They fought for water.
4. What do we call the region in Mesopotamia that had many growing cities and towns? What are the people called that come from this region?
?
5. How could one city stop the water from reaching another city?
They just simply blocked the other city's channel.
They blocked the other city's channel and made a new one.
6. Why was it easy to attack other cities on the Mesopotamian plains
Because, it was very flat.
7. What defense plan is best to protect a city?
To watch how the other city doing.

Assignment 2-1
Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page. Use the links above from the Class Activity to help you answer the questions.

Event A: Food Shortage
1. What helped the human population to grow in Mesopotamia?
Having more food and having better houses also having better things like tools.
2. What does cultivate mean?
To prepare to use land for growing crops.
3. By 5000 B.C.E. what major problem did the farmers in the Zagros hills have?
They had food shortage. But they couldn't go to the plains where there was a river. Because the river always flooded and washed their crops away. Also, they didn't have enough land to plant crops and had food shortage.
4. Using the choices in the critical thinking section of the activity, what is the best way to deal with the food shortage? Why?
Just moving to the river and finding a way to live there. Because, they could build a dam and live there.

Event B: Uncontrolled Water Supply
1. What two major problems did farmers have as they tried to grow their crops on the Mesopotamian river plains?
That the water over-flooded a lot. And washed their crops away. But then, the people there didn't know when the river was going to flow.
2. How did they solve these problems?
They made dams and did it.
3. Where did the melted snow that caused flooding come from?
The melted snow came from the mountains, next to the river.

Assignment 9

Now that we are finished with the Early Humans unit, I would like you to reflect on what you have learned about Early Humans. Please complete these sentences clearly and with specific details. Write the answers on your wiki page.

1. The single most important thing I learned was...
Was that, people traded things for better things; like what we do now.

2. Something that confused me or that I didn't understand was...
Why some people would steal another people's wife and run away.

3. What surprised me the most was...
Fixing Oucis(?) brain. It was disgusting.

4. I would like to know more about...
The crops they owned like, did they have (Ex) corn or wheat. And which kind of wheat.

5. The part that I think I will always remember was...
People killing Ouci because he stole the other person's wife.

Assignment 8
Use these two videos about Catal Huyuk to answer these questions clearly and completely on your wiki page.

1. What are three things about daily life in Catal Huyuk that surprised you? Why did they surprise you?
I was surprised by people killing by rocks because some one stole their wife.
I was also surprised how they fixed people, like making a hole in their brain.
Last of all, how the people figured out about growing crops.
2. What are three things about daily life in Catal Huyuk you knew already from class?
That people figured out about brick houses are better than the animal skin tents.
And, about the people trading to get better things, like; clay pot traded with crops.
Last of all, children helped their parents when they were older.
3. Jookie is a 12 year old living in Catal Huyuk. Explain three ways her life is different than yours. (Note: Simply saying you have cell phones and she doesn't is an unacceptable answer.)
1) When Jookie is making pots and food I am at school working on Math, Performance and Presentation, etc.
2) Jookie have to help her mom pick berries while, I have to do homework.
3) In Jookie's time, you get sick a lot.

Study Guide

Hominids and their Characteristics

Australopithecus: An ape; the only difference was that it stood up straight on two legs. Australopithecus means "southern ape". They appeared in Africa about 4-5 million years ago. Their brains were only one third the size of our brains.

Homo habilis: The name means "handy man". The homo habilis appeared in Africa about 2.4 million years ago. They were smart enough to be able to use basic stone tools. Their brains were only one half the size of our brains. And they were like cave men.

Homo erectus: These people learned how to use fire. Homo erectus means "upright man". They appeared at around 2-1.5 million years ago. They migrated out of Africa to other parts of the world. They were able to use sharpened stone tools and made them.

Homo sapiens: They are modern humans. They developed language, culture, and various other things. They learned how to make fire. They emerged at about 200,000 years.

Aspects of Daily life effects notes

food source...?
They stored food in little holes that was in their houses.
And began to harvest crops.
And began to use good stone or any kind of tool.
Vocabulary:
Neolithic-New stone Era
Time lines

Other notes:

When was paper money made?

= ----
=

Assignment 7

Answer these questions clearly and completely on your wiki page.

1. What was the main difference between life in the Paleolithic period and life in the Neolithic period?
Paleolithic time was harder because, they did not have any tools (not including sharp rocks) to use then but, in the Neolithic period they had fire and drills.
2. How did people's lives change as they began to domesticate plants and animals during the Neolithic period?
People lives changed when they began to domesticating plants and animals because they got lazier and smarter, too.
3. What are some advantages and disadvantages of the changes in daily life that occurred as a result of the development of agriculture?
The disadvantages are that we are now very lazy. And make the planet die because us!!! The advantages are that we are smart. And that We make new stuff to make the earth better.

Assignment 6

Use your online textbook (p. 40 & p. 41) to answer these questions clearly and completely. Please put your answers on your wiki page.

1. Read the paragraph in the Beginnings of Agriculture section on p.40 and answer the question (How could this discovery change your life?).
The discovery of life is very important because, for example someone might find a way to make a salt-watered car then it will change our life because we won't use oil any more.

Read The First Farmers and Plants section on p.41 and answer these questions:
2. What is another name for the New Stone Age Era?
Neolithic is the new name for the New Stone Age Era.
3. What kinds of tools did people make during this time? What do you think they used these tools for?
They made polished stones, saws,and drills and maybe fire. I think they used it for making houses.
4. In the textbook it says that people during the Neolithic period could now make fire. Which hominid would this be?
We are Homo Sapiens.
5. When we changed from gathering food to growing food, historians called it the Neolithic Revolution. Why do you think it's called a revolution?
I think it is because it switched around one time.
6. What is the definition for the word 'domestication'?
Domestication- the process of changing plants or animals like goats to use them.
7. Using the map on p.41, which animals were domesticated in Asia?
The animals that were domesticated were horses, cattle, goats, and sheep.
8. Using the map on p.41, where was corn first domesticated?
Corn was first domesticated in Mexico.
9. If you were a farmer, how would your life be different than a hunter and gatherer. Give three ways your life would be different.

If you were a farmer, you would have to plant corn and stuff. And if you were a hunter, you'd have to kill animals for food. Then if you were a gatherer you'd just get wild plants and eat them.

In Class Activity Complete your Changes in Life during the Neolithic Period chart. Be prepared to present any of the Aspects of Life Effects to the class with your partner.

Stone Age Aspects of Life Reading

Assignment 5

Read pages 32-34 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.

1. Why do historians need archaeologists and anthropologists to study prehistory?

Historians need archaeologists and anthropologists to study prehistory because they need to study artifacts that can be discovered by archaeologists and anthropologists.

2. What might have been one advantage of walking completely upright?

One advantage of walking completely upright is being able to see far, far away.

3. What kind of tools did people use during the Paleolithic Era?

Some tools people might have used during the Paleolithic Era are flint knives, obsidian knives, spears, brushes, and baskets.

4. Design a stone and wood tool you could use to help you with your chores. Describe your tool in a sentence or two.

If I had to design a tool that would help me, I would make a killer. It would be made out of a mammoth' trunk and sharpen it then throw it.

5. What is a hunter-gatherer?

A hunter-gatherer is a person who gathers and hunts for a living.

6. In your opinion, what was the most important change brought by the development of language?

In my opinion, the most important change brought by the development of language is being able to communicate in a sophisticated way. If it wasn't for language, where would we be now?

7. Define the boldfaced words above.

Prehistory: The period of time before written records.

Tools: A device or facility, especially one held in hand to help with a specific job.

Paleolithic Era: The Paleolithic era, meaning "Old Stone Age" is a very long period of human prehistory.

Hunter-Gatherer: One who makes a living gathering or hunting.

Assignment 4
Please read pages 29 & 30 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.

1. On which continent were Lucy and other hominids found?

Lucy and other hominids were found in Africa.

2. What is the scientific name of Lucy?

Lucy's scientific name is Australopithecus.

3. How long ago did Lucy live?

Lucy lived 3 million years ago.

4. What was an important step in human development?

An important step in the human development was being able to stand upright and was learning how to use tools.

5. Describe and explain how these hominids are different from each other. Use the charts about the hominids on page 30 to help you with the answer.
Make sure your answer is clear and detailed.

Australopithecus: Clearly an ape; the only difference was that it stood up straight on two legs. The name means "southern ape". They appeared in Africa about 4-5 million years ago. Their brains were only one third the size of our brains.

Homo habilis: The name means "handy man". The homo habilis appeared in Africa about 2.4 million years ago. They were smart enough to be able to use basic stone tools. Their brains were only one half the size of our brains.

Homo erectus: These people learned how to control fire. Their name means "upright man". They appeared at around 2-1.5 million years ago. They migrated out of Africa to other parts of the world. They were able to use sharpened stone tools and made them.

Homo sapiens: They are modern humans. They developed language, culture, and various other things. They learned how to make fire. They emerged at about 200,000 years.

6. Which hominid is us now?

We are Homo Sapiens.

Assignment 3

Human Origins-The Puppet Play Project Response
Note you will have 3 class periods to prepare your plays. See Resources-1
Answer the following questions on your wiki page.

1. What were your roles in the 'Creation of a Puppet Show' project?

Our roles were being the director, script manager, props manager, and the stage manager.

2. What Problems did your group run into?

Our group ran into some problems. The major problem was that I couldn't pronouns words.

3. How did your group deal with these problems?

I dealt with these problems by saying the words over and over again.

4. Identify two similarities between all of the origin stories.

The first similarity: The humans were created by (a) god(s)
The second similarity: The stories always have humans created by mistake.

5. Compare and Contrast any of the two origin stories presented in class (at least one paragraph).

I will compare the China story and the "eye" story.
First, the two difference is that; in the China story, the humans are made by rope but, in the "eye" story they are created by mistake.
The next is that there are only one god that comes out a lot in the China group but in the "eye" group there are three gods come out.
Now, I will compare the same things, it is that they have some magic to share with the humans.
The second thing, is that both of them were very good and funny.
I liked how the China group turned on music.
And the eye and the tear drop was amazing stuff.

Assignment 2
Just like the questions you were asked in class, please create five questions about the timeline we used in class.

Click here ----->